Title of Lesson: Phonics Blending Words

Introduction:

This lesson is for Kindergarten, in the subject area of Language Arts, more specifically in Phonics. The objects of the lesson are to teach and show students different ways of blending and sounding out words. Although the students are at a young age, there are still many different ways that I can incorporate technology in this lesson.

First, I will have a screencast that explains how to a Phonics game on the computer for my students. This game, Ending Sound Hopper, helps reinforce phonics and can be used as an activity for a center, or as a reward for good behavior. The second type of technology that I will have will be a Voki character. The Voki icon will be demonstrating to students how to blend words together. I will record my voice sounding out the letters of a word and blending them together to sound out the word. The last type of technology that I will have for this lesson is a Thinglink that will be displayed on the SMARTBoard. The Thinglink picture will be used for one of the centers--the students will look at the picture and try to write down on a piece of paper all of the words that they know. If they need help, they can click on the icon to see how the word is spelled.

1. Standards

• RL.K.4. Ask and answer questions about unknown words in a text
• RF.K.1. Demonstrate understanding of the organization and basic features of print
• RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
• RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words

2. Objectives

• The students will learn effective ways to blend letters together to spell words
• The students will play games in centers that reinforce different ways to blend words together

3. Overview

• To begin this lesson, I will start by teaching the students how to blend words together.
  1. First, begin by sounding out the initial letter. For example, in the word "Big" sound out the "B", /b/.
  2. Then sound out the second letter. For example, in the word "Big" sound out the "i", /i/.
  3. Finally sound out the last letter of the word. For example, in the word "Big" sound out the "g", /g/.
• Then I will review the sight words with the students. Because I am reviewing all of the sight words with the students, there will be some words that the students already know. Some of the students may not know the newer sight words, so the students will practice sounding out and blending the words to determine what the sight words are. Below are the sight words listed:
  1. the
  2. come
  3. with
  4. what
  5. who
  6. that
  7. can
  8. a
  9. See
  10. me (Newer sight word)
  11. my (Newer sight word)
  12. play (Newer sight word)
  13. and (Newer sight word)
  14. now (Newer sight word)
  15. how (Newer sight word)
• After the sight word review I will break the students up into five groups for centers. Each of these centers will contain different activities that reinforce Phonics, and sounding out and blending words. While in the centers, if the students need a reminder on how to sound out the word, I will have a Voki character on a computer. They will be able to click play, and hear an example of how to blend a word together. Below is the Voki character that I have created.

• Center 1 Sight Word Mountain: The students are given a stack of cups with the sight words written on them. If the students know the sight words, they may put the cup to the side and begin to build a mountain. If they do not know the sight word, they put the cup at the bottom of the stack and choose a different cup
• Center 2 Ending Sound Hopper Game: The students will at the computers playing a game on education.com. The game they will be playing is called Ending Sound Hopper. For this game, the students will listen to the sound being spoken, and click the correct picture that contains that ending sound. Below is a screencast explaining the directions of the game, the students will watch this screencast before they begin the activity.

• Center 3 Zap it!: The students are given a cup that contains seventeen popsicle sticks. On each popsicle stick there are sight words written, however on two of the popsicle sticks the word ZAP IT! The students take turns picking a popsicle stick out of the cup--if the student can read the sight word, then they can keep the popsicle stick; however, if the student cannot read the sight word, then they must put the popsicle stick back in the cup. If the student picks a ZAP IT! popsicle stick, then they must put all of the sticks they have collected back in the cup. The student with the most popsicle sticks by the end of center time wins.
• Center 4 Writing Sight Words: The students are given a list of sight words and a piece of paper. If the student knows the sight word then they can write it down on a piece of paper. They will write down each sight word they know with different color crayons. This center helps the students with practicing to write the sight words.
• Center 5 Writing Words from a Picture: For this center, the students will be looking at a picture on the SMARTBoard, the picture will be of a farm. The students will look at the picture and try to spell the ten words that have a star icon next to it. Because the picture is a Thinglink photo, if the students do not know what the picture is, or how to spell it, they can touch the icon and see how the word is spelled. Below is the Thinglink photo.

• To close the lesson, I will call all of the students on the rug. I will ask one student from each group to explain to the class what they did, and how they sounded out and blended the letters together to determine the word. I will remind the students that whenever they do not know how to pronounce a word, that they can sound out and blend the letters together.